Learning words [Elektronische Ressource] : comparing two-year-olds’ learning success in dyadic and triadic teaching situations embedded in familiar and unfamiliar contexts / Juana Salas Poblete. Fakultät für Linguistik und Literaturwissenschaft. Research Institute for Cognition and Robotics

Juana Salas Poblete

Description

Fakultät für Linguistik und Literaturwissenschaft Universität Bielefeld Dissertation zur Erlangung des akademischen Grades eines Doktors der Philosophie (Dr. phil.) Learning Words: Comparing Two-Year-Olds’ Learning Success in Dyadic and Triadic Teaching Situations Embedded in Familiar and Unfamiliar Contexts von: Juana Salas Poblete eingereicht im Juli 2011 Erstgutachter: PD Katharina Rohlfing Zweitgutachter: Prof. Dr. Ulrich Dausendschön-Gay Learning Words This work was funded by Honda Research Institute Europe within the Graduate School of the Research Institute for Cognition and Robotics. 2 Table  of  Contents  1. Introduction................................................................................................................ 4 2. Dyadic vs. triadic word learning 8 2.1. A case of word learning in animals: The Alex Studies....... 8 2.2. Triadic interaction in child studies .................................................................... 10 2.2.1. Sociolinguistic research on triadic learning.................................................... 11 2.2.1.1. The Quiché Mayan language community 12 2.2.1.2. The Kaluli language community ................................................................. 12 2.2.1.3. The Athabaskan language communities...................... 13 2.2.1.4. Trackton English.......................................................... 14 2.2.1.5.

Informations

• Publié par: universitat_bielefeld
• Publié le: 01 janvier 2011
• Nombre de lectures: 10
• Langue: English
• Poids de l'ouvrage: 6 Mo

Extrait

Fakultt fr Linguistik und Literaturwissenschaft
Universitt Bielefeld
Dissertation
zur Erlangung des akademischen Grades
eines Doktors der Philosophie (Dr. phil.)

Learning Words:
Comparing Two-Year-OldsÕ Learning Success in Dyadic and
Triadic Teaching Situations Embedded in Familiar and
Unfamiliar Contexts
von:Juana Salas Poblete
eingereicht im Juli 2011
Erstgutachter: PD Katharina Rohlfing
Zweitgutachter: Prof. Dr. Ulrich Dausendschn-Gay

Learning Words

STchishool w ofork w theas Re fseundearcd by Hh Institutondae f Reseor Cogniarctih Inson atitute End Roboturopeics w. ithin the Graduate

2

TableofContents
1. Introduction................................................................................................................4
2. Dyadic vs. triadic word learning................................................................................8
2.1. A case of word learning in animals: The Alex Studies.......................................8
2.2. Triadic interaction in child studies....................................................................10
2.2.1. Sociolinguistic research on triadic learning....................................................11
2.2.1.1. The Quich Mayan language community....................................................12
2.2.1.2. The Kaluli language community.................................................................12
2.2.1.3. The Athabaskan language communities......................................................13
2.2.1.4. Trackton English..........................................................................................14
2.2.1.5. The Samoan language community...............................................................15
2.2.1.6. The Japanese language community.............................................................16
2.2.2. Including multi-party learning in the study of language acquisition..............17
2.2.3. Developmental studies on triadic learning.....................................................20
2.2.4. Model/rival technique applied to children......................................................25
2.3. Hypotheses for the current study.......................................................................27
2.4. Method...............................................................................................................31
2.4.1. Model/rival scenario for word learning..........................................................32
2.4.2. Participants.....................................................................................................34
2.4.3. Stimuli.............................................................................................................34
2.4.4. Conditions.......................................................................................................37
2.4.5. Procedure........................................................................................................38
2.4.5.1. Warm-up......................................................................................................38
2.4.5.2. Teaching phase............................................................................................39
2.4.5.3. Production test.............................................................................................46
2.4.5.4. Reception/transfer test.................................................................................46
2.4.5.5. End of session..............................................................................................47
2.4.6. Pilot study.......................................................................................................47
2.4.7. Dependant variables........................................................................................48
2.5. Results................................................................................................................49
2.5.1. ChildrenÕs overall performance......................................................................49
2.5.2. ChildrenÕs noun learning................................................................................52
2.5.3. ChildrenÕs color adjective learning.................................................................53

Learning Words

2.5.4. ChildrenÕs number word learning...................................................................54
2.6. Discussion..........................................................................................................55
3. Learning linguistic behavior from pragmatically novel situations..........................58
3.1. Frames in Communication.................................................................................60
3.2. Frames in Developmental Psychology..............................................................63
3.2.1. BrunerÕs Formats............................................................................................64
3.2.2. FogelÕs Consensual Frames............................................................................65
3.2.3. TomaselloÕs Joint Attentional Scenes or Frames............................................66
3.2.4. Natural pedagogy............................................................................................68
3.3. Hypotheses for the current study.......................................................................69
3.4. Method...............................................................................................................70
3.4.1. Familiar vs. Unfamiliar Frame.......................................................................71
3.4.2. The table allowing for unfamiliar frame.........................................................72
3.4.3. Participants.....................................................................................................73
3.4.4. Conditions.......................................................................................................73
3.4.5. Stimuli.............................................................................................................74
3.4.6. Setting.............................................................................................................76
3.4.7. Procedure........................................................................................................76
3.4.7.1. Dyadic teaching...........................................................................................77
3.4.7.2. Triadic teaching...........................................................................................80
3.4.8. Test procedure................................................................................................85
3.4.9. Dependant variables........................................................................................85
3.5. Results................................................................................................................85
3.5.1. ChildrenÕs overall performance......................................................................86
3.5.2. ChildrenÕs performance in noun learning situations.......................................88
3.5.3. ChildrenÕs performance in color adjective learning situations.......................89
3.5.4. ChildrenÕs performance in number word learning situations.........................90
3.6. Discussion..........................................................................................................92
4. General Discussion..................................................................................................94
5. Bibliography............................................................................................................97
6. Appendix................................................................................................................105
6.1. Questionnaire to be filled in by the parents.....................................................105
6.2. Declaration.......................................................................................................106

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Learning Words

TableofFigures
Figure 1: The two experimental conditions - dyadic vs. triadic teaching.....................34
Figure 2: Stimuli for the presentation and transfer of nouns........................................35
Figure 3: Stimuli for the presentation and transfer of color adjectives........................36
Figure 4: Stimuli for the presentation and transfer of number words...........................37
Figure 5: Dyadic vs. triadic setting...............................................................................38
Figure 6: The warm-up items and procedure................................................................39
Figure 7: Overall performance in the dyadic and triadic conditions............................50
Figure 8: Learning success for nouns in the dyadic and triadic conditions..................52
Figure 9:Learning success for color adjectives in dyadic vs. triadic conditions..........53
Figure 10: Learning success for number words in the dyadic and triadic conditions..54
Figure 11:Comparison of the familiar and unfamiliar experimental conditions..........72
Figure 12: The table used in the experiment......................................